Reduce, Reuse, and RecycleA 5th Grade Multidisciplinary Curriculum Unit
Rationale
As reported by the World Wide Fund for Nature’s (WWF) 2010 Living Planet Report, populations of tropical species are declining rapidly, while human consumption of our natural resources continues to rise steadily. Overall, the index reports that between the years 1970 and 2007, the planet’s biodiversity has decreased by 30%; but, by 60% in the tropical areas of the planet. Likewise, our use of natural resources has doubled since 1966. We are currently using 50% more natural resources than our planet can support. This means that the Earth needs 1.5 years to generate the natural resources we use in a year.
Clearly, we cannot keep pace with these trends or we will destroy the biodiversity and natural resources of our planet. Therefore, it is critical that we begin to educate our young people about the responsibilities we have to care for our planet and the natural resources she provides for our survival. This unit aims to educate students at an age when they are mature enough to understand the impact we are having on our planet and the critical nature of our responsibility to Reduce, Reuse and Recycle as a means of protecting our resources.
This multidisciplinary unit on recycling is rooted in an experimentalist philosophy that also promotes the socio-civic development of students. At the core of the unit, students are presented with the aforementioned problems occurring in our world, and are charged with the task of understanding them and taking action. Students who experience this curriculum are encouraged to be problem solvers for the betterment of the society in which they live. The society that they live and work in is a democratic one that values social responsibility and cooperation. The upper-elementary students that this curriculum is designed to serve are expected to share their knowledge on the importance of recycling and protecting Earth's resources with their family members and communities in order to create a socially conscious and responsible society.
Aim
To increase students' awareness of and concern for Earth's natural resources
Goals / Objectives
Goal
Objectives
Identify Earth's natural resources
* The student understands Earth’s natural resources and the importance of conserving them. The student will be able to:
Distinguish between renewable and nonrenewable resources
Describe how we can best use plants, the land and the food supply
Explain the ways we can use our energy resources wisely
Identify the consequences of not using our resources wisely
Convey the impact of human production on our environment
* The student understands where solid waste (garbage) comes from and what happens to it when we throw it away. The student will be able to:
Explain how much garbage is accumulated in our country each year
Describe what happens to garbage when it is picked up by the garbage truck
Describe the impact of landfills on our environment
Inspire and equip students to care for their environment
* The student understands the need to prevent waste through reducing and reusing products. The student will be able to:
Design a plan to take care of Earth’s resources in our community
Describe ways in which products can be reused at home or school
Describe ways in which they can reduce waste at home or school
Identify products they can recycle at home or in school
Explain the positive impact recycling has on our use of energy and natural resources
Create a collaborative work environment in which students understand the complexities of environmental issues from multiple disciplines including social studies, science, math, and technology
* The student works well with others to understand these environmental issues on a deep level from multiple perspectives. The student will be able to:
Describe the societal influences that have led up to the critical environmental issues that exist today
Identify ways in which technology can help reduce pollution and waste and monitor the impact of landfills on our environment
Use mathematical skills to numerically chart and describe changes in our environment over time
Use scientific skills to investigate environmental impacts via data collection, observations and accurate measurements.
Background Information
Concept
Basic Ideas
Natural Resources
There are different types of natural resources: plants, animals, minerals, fresh air and fresh water.
Some natural resources are renewable and can replenish themselves, like trees, fresh air, fresh water, crops and wildlife.
Some natural resources are nonrenewable and have a limited availability on Earth. Once used, theses resources cannot be renewed within our lifetime.
It is important that we work to conserve our natural resources, or they will become endangered or disappear.
Solid Waste (Garbage)
Garbage, also known as solid waste, is generated by people at home or work and by businesses when they manufacture, process and ship goods.
It is reported that the people of the USA generate over 50 trillion pounds of waste every year (excluding wastewater).
It is estimated that for every 220 pounds of products produced in the U.S. each year, at least 7,000 pounds of waste is generated.
The trash we throw away, doesn’t go away – it is stored in a landfill. Landfills take up a lot of space and run the risk of contaminating our air, soil and water. Modern landfills are considered sanitary because they have leak monitoring systems and are lined with clay or plastic to prevent leakage. Even after a landfill is closed, federal law requires that we monitor it for 30 years.
Composting yard waste and food scraps is an excellent way of reducing the garbage (or solid waste) we make.
Waste Prevention (Reduce and Reuse)
Reducing and reusing products can help save natural resources for the future.
Reducing and reusing cuts back on the pollution we create.
There are many easy ways to prevent waste, such as using both sides of a piece of paper, or turning off the faucet when we brush our teeth.
There are many easy ways to reuse items to conserve resources, such as donating used clothing to those who need them, borrowing things instead of buying them, and avoiding using and buying disposable products.
Recycling
Recycling is one of the best ways citizens can make a direct impact on the environment.
Recycling reduces energy use (recycling aluminum takes 95% less energy than producing it from raw materials).
Recycling conserves natural resources.
Recycling reduces solid waste and therefore saves space in the landfills.
Many materials can be recycled, including paper products, metals, glass products, and plastics.
As consumers, we can make the choice to buy products made from recycled (post-consumer) materials.
Classes will work collaboratively to “publish” a literary magazine on Earth’s natural resources. Each student will contribute to the magazine that will be comprised of stories, plays, songs, pictures, poetry, charts, etc. depicting or explaining the environmental issues our planet faces and what proactive steps can be taken to protect her.
Reinforces collaborative work
Helps students develop understanding of environmental issues
Integrates knowledge of Earth Science and other subjects such as language arts, math, art, and music
Solid Waste (Garbage)
Teachers will take students on a “virtual tour ” of a landfill by visiting a website (such as the Simi Valley Landfill & Recycling Center at http://www.keepingventuracountyclean.com/tour/index.html ) to enhance students’ understanding of:
Where trash goes after a garbage truck picks it up
The volume of waste created by a community and contained in a landfill
The process of containing, maintaining and monitoring a landfill
Waste Prevention (Reduce and Reuse)
Students will be responsible for creating a functional product using recycled materials (e.g., a birdhouse from a milk or juice carton, a drum from a coffee can, a rain gauge from a glass bottle) in order to:
Emphasize the many ways in which products can be re-used
Encourage students’ creativity
Recycling
Teachers will take their classes on a field trip to a local recycling center in order for students to gain a better understanding of:
NS.5-8.1 Science as Inquiry: Students should develop abilities necessary to do scientific inquiry, and understandings about scientific inquiry. NS.5-8.5 Science and Technology: Students should develop abilities of technological design and understandings about science and technology. NS.5-8.6 Personal and Social Perspectives: Students should develop understanding of personal health, populations, resources, and enviornments, natural hazards, risks and benefits, and science and technology in society.
SS112.16b1(B) The student is expected to make informed choices in the conservation, disposal, and recycling of material SS112.16b2(A) The student is expected to describe, plan, and implement simple experimental investigations testing one variable SS112.16b2(C) The student is expected to collect information by detailed observations and accurate measuring SS112.18b7(B)The student is expected to design a logical plan to manage energy resources in the home, school, or community
MA111.17b10(C) The student is expected to connect models for perimeter, area, and volume with their respective formulas
MA111.17b14(B) The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
HE115.7b8(D) The student is expected to identify environmental protection programs that promote community health such as recycling, waste disposal, or safe food packaging
EPA’s website that includes an interactive game for students to learn about ways in which this “city” reuses resources to save money and the environment
Lesson plans designed by the Indiana Department of Environmental Management, including State standards that can be modified, as well as multiple activities to teach the importance of recycling
Rationale
Clearly, we cannot keep pace with these trends or we will destroy the biodiversity and natural resources of our planet. Therefore, it is critical that we begin to educate our young people about the responsibilities we have to care for our planet and the natural resources she provides for our survival. This unit aims to educate students at an age when they are mature enough to understand the impact we are having on our planet and the critical nature of our responsibility to Reduce, Reuse and Recycle as a means of protecting our resources.
Philosophy
Aim
Goals / Objectives
Background Information
Experiences
Standards
NS.5-8.5 Science and Technology: Students should develop abilities of technological design and understandings about science and technology.
NS.5-8.6 Personal and Social Perspectives: Students should develop understanding
of personal health, populations, resources, and enviornments, natural hazards, risks
and benefits, and science and technology in society.
SS112.16b2(A) The student is expected to describe, plan, and implement
simple experimental investigations testing one variable
SS112.16b2(C) The student is expected to collect information by detailed
observations and accurate measuring
SS112.18b7(B)The student is expected to design a logical plan to manage energy resources in the home, school, or community
MA111.17b10(C) The student is expected to connect models for perimeter, area, and volume with their respective formulas
MA111.17b14(B) The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
HE115.7b8(D) The student is expected to identify environmental protection programs that promote community health such as recycling, waste disposal, or safe food packaging
Sources